The links between a strong academic performance and the environment of schools in Bogotá. Are there differences which are due to the socio-economic level of the student body?
Published
Mar 31, 2024
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Jesús José Rodríguez de Luque
https://orcid.org/0000-0002-8179-0109
https://orcid.org/0000-0002-8179-0109
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Abstract
This study of academic resilience does not inquire into the heterogeneous links between a strong academic performance and variables in the school environment of students of the low and medium-high Socio-Economic Level (NSE in Spanish), since it has exclusively focused on the students of the lower level.
With the aim of filling that gap, this investigation employed multi-level logistical models of a heterogeneous choice, based on a representative sampling of students in the 11th grade in Bogotá. It found that a strong performance in reading was associated with diverse characteristics of the environment of the school and that those links were not affected by the NSE.
Keywords
Academic achievement, peer relationship, student teacher relationship, educational environment, academic resilienceRendimiento académico, relaciones entre pares, relación profesor-alumno, ambiente educacional, resiliencia académica
References
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Agasisti, T., & Longobardi, S. (2017). Equality of Educational Opportunities, Schools’ Characteristics and Resilient Students: An Empirical Study of EU-15 Countries Using OECD-PISA 2009 Data. Social Indicators Research, 134(3), 917-953. https://doi.org/10.1007/s11205-016-1464-5
Barrera-Osorio, F., Maldonado, D., & Rodríguez, C. (2014). Calidad de la educación básica y media en Colombia: diagnóstico y propuestas. En A. Montenegro & M. Meléndez (Eds.), Equidad y movilidad social: diagnósticos y propuestas para la transformación de la sociedad colombiana (pp. 239-330). Universidad de los Andes, Facultad de Economía, CEDE, Ediciones Uniandes: Departamento Nacional de Planeación DNP. https://economia.uniandes.edu. co/sites/default/files/publicaciones/libros/Equidad-y-movilidad-social.pdf
Bayona Rodríguez, H., & López Vera, D. C. (2021). Factores asociados a la resiliencia académica: evidencia para Colombia. Universidad de los Andes, Facultad de Economía, CEDE. http://hdl.handle.net/1992/48061
Blau, F. D., & Kahn, L. M. (2005). Do Cognitive Test Scores Explain Higher U.S Wage Inequality? The Review of Economics and Statistics, 87(1), 184-193. http://www.jstor.org/stable/40042932
Bronfenbrenner, U., & Morris, P. A. (2007). The Bioecological Model of Human Development. En W. Damon & R. M. Lerner (eds.), Handbook of Child Psychology. Wiley. https://doi.org/10.1002/9780470147658.chpsy0114
Bushnik, T., Barr-Telford, L., & Bussière, P. (2004). In and out of High School: First Results from the Second Cycle of the Youth in Transition Survey, 2002. Edu- cation, Skills and Learning - Research Papers, 14. https://www150.statcan. gc.ca/n1/pub/81-595-m/81-595-m2004014-eng.pdf
Dueñas Herrera, X., Godoy Mateus, S., Duarte Rodríguez, J. L., & López Vera, D. C. (2019). La resiliencia en el logro educativo de los estudiantes co- lombianos. Revista Colombiana de Educación, (76), 69-90. https://doi. org/10.17227/rce.num76-8037
García-Crespo, F. J., Fernández-Alonso, R., & Muñiz, J. O. L. (2019). Resilient and low performer students: Personal and family determinants in european countries. Psicothema, 31(4), 363-375. https://doi.org/10.7334/psicothema2019.245
García-Crespo, F. J., Galián, B., Fernández-Alonso, R., & Muñiz, J. (2019). Resiliencia educativa en comprensión lectora: factores determinantes en PIRLS- Europa. Revista de Educación, 384, 71-96. https://doi.org/10.4438/1988-592X-RE-2019-384-413
García Villegas, M., Espinosa R., J. R., Jiménez Ángel, F., & Parra Heredia, J. D. (2013). Separados y desiguales: Educación y clases sociales en Colombia. Centro de Estudios de Derecho, Justicia y Sociedad, Dejusticia. https://www. dejusticia.org/wp-content/uploads/2017/04/fi_name_recurso_591.pdf
Icfes. (2018). Factores asociados al desempeño académico en la prueba Saber 3°, 5° y 9° - 2012. https://www.icfes.gov.co/documents/39286/16986548/FACTORES+ASOCIADOS+AL+DESEMPEÑO+ACADÉMICO+EN+LA+PRUEBA+ SABER+3°%2C+5°+Y+9°+-+2012.pdf/b9b31557-4029-41b3-0cfc-a8c991d772ef?version=1.0&t=1664151082729
Icfes. (2019a). ¿Cómo se construye el índice de nivel socioeconómico (INSE) en el contexto de las pruebas Saber? (Saber al detalle). https://www.icfes.gov.co/ documents/39286/2231027/Edicion+4+-+boletin+saber+al+detalle+.pdf/f9a33ad6-7559-99a5-5f7f-16d2f9b16f76?version=1.4&t=1678150151066
Icfes. (2019b). Guía de orientación Saber 11° 2019-2. https://www.icfes.gov.co/ documents/39286/21501373/Guía+de+orientación+Saber+11.°+2019-2.pdf
Icfes. (2022). Niveles de desempeño prueba de lectura crítica. https://www.icfes.gov.co/documents/39286/10065230/Niveles+de+desempeño+Lectura+Crítica+Saber+11.o+2022.pdf
Kingery, J. N., Erdley, C. A., & Marshall, K. C. (2011). Peer acceptance and friend- ship as predictors of early adolescents’ adjustment across the middle school transition. Merrill-Palmer Quarterly, 57(3), 215-243. https://doi.org/10.1353/mpq.2011.0012
Knighton, T., & Bussière, P. (2006). Educational Outcomes at Age 19 Associated with Reading Ability at Age 15. Culture, Tourism and the Centre for Education Statistics Research Papers, 043. https://www150.statcan.gc.ca/n1/en/pub/81-595-m/81-595-m2006043-eng.pdf?st=kAnz57UM
Laboratorio Latinoamericano de Evaluación de la Calidad de la Educación. (2001). Primer estudio internacional comparativo sobre lenguaje, matemática y factores asociados, para alumnos del tercer y cuarto grado de la educación básica: informe tecnico. OREALC. https://unesdoc.unesco.org/notice?id=p ::usmarcdef_0000149268
Laboratorio Latinoamericano de Evaluación de la Calidad de la Educación. (2010). Factores asociados al logro cognitivo de los estudiantes de América Latina y el Caribe. OREALC/LLECE. https://unesdoc.unesco.org/notice?id=p::usmarcdef_0000186769
Langenkamp, A. G. (2010). Academic Vulnerability and Resilience during the Transition to High School: The Role of Social Relationships and District Con- text. Sociology of Education, 83(1), 1-19. https://doi.org/10.1177/00380 40709356563
Lessard, L. M., & Juvonen, J. (2019). Cross-class friendship and academic achie- vement in middle school. Developmental Psychology, 55,(8), 1666-1679. https://doi.org/10.1037/dev0000755
Li, H., & Yeung, W. J. (2019). Academic Resilience in Rural Chinese Children: Individual and Contextual Influences. Social Indicators Research, 145(2), 703- 717. https://doi.org/10.1007/s11205-017-1757-3
Liem, G. A. D., & Martin, A. J. (2011). Peer relationships and adolescents’ aca- demic and non-academic outcomes: Same-sex and opposite-sex peer effects and the mediating role of school engagement. British Journal of Educational Psychology, 81(2), 183-206. https://doi.org/10.1111/j.2044-8279.2010.02013.x
National School Climate Center. (2022). What is School Climate and Why is it Important? https://schoolclimate.org/school-climate/
Ning, B., Van Damme, J., Van Den Noortgate, W., Yang, X., & Gielen, S. (2015). The influence of classroom disciplinary climate of schools on reading achie- vement: a cross-country comparative study. School Effectiveness and School Improvement, 26(4), 586-611. https://doi.org/10.1080/09243453.2015.102 5796
OECD. (2011). Against the Odds: Disadvantaged Students Who Succeed in School. OECD. https://doi.org/10.1787/9789264090873-en
OECD. (2019). PISA 2018 Results Where all students can succeed (Volume II). OECD. https://doi.org/10.1787/b5fd1b8f-en
Padrón, Y. N., Waxman, H. C., & Lee, Y.-H. (2012). Classroom Learning Environment Differences Between Resilient, Average, and Nonresilient Middle School Students in Reading. Education and Urban Society, 46(2), 264-283. https://doi.org/10.1177/0013124512446217
Páez Mendieta, L. M. (2020). Respuesta radicado número SDQS 2755852020. [Documento personal del autor]
Presidencia de la República. (2020). Decreto 869 de marzo 17. Por el cual se reglamenta el Examen de Estado de la Educación Media, ICFES - SABER 11°. https://www.funcionpublica.gov.co/eva/gestornormativo/norma. php?i=39636#:~:text=-Subtema%3A Reglamentación-,Reglamenta el Examen de Estado de la Educación Media%2C ICFES,el Sistema Nacional de Evaluación
Sandoval-Hernández, A., & Białowolski, P. (2016). Factors and conditions promot- ing academic resilience: a TIMSS-based analysis of five Asian education sys- tems. Asia Pacific Education Review, 17(3), 511-520. https://doi.org/10.1007/ s12564-016-9447-4
Snijders, T. A. B., & Bosker, R. J. (2012). Multilevel analysis: an introduction to basic and advanced multilevel modeling. Sage.
Unesco. (2021). Los aprendizajes fundamentales en América Latina y el Caribe. Evaluación de logros de los estudiantes: Estudio Regional Comparativo y Explicativo (ERCE 2019); Resumen ejecutivo. OREALC/Unesco. https://unesdoc.unesco.org/notice?id=p::usmarcdef_0000380257
Universidad de los Andes. (2017). Encuesta de clima escolar y módulo de ciudadanía 2017. Informe de resultados agregados para Bogotá. [Documento personal del autor]
Universidad Nacional de Colombia. (2019). Estrategias de evaluación y mejoramiento de la calidad de la educación en Bogotá D.C. Informe final Encuesta de Clima Escolar y Módulo de Ciudadanía 2019. [Documento personal del autor]
van Rijsewijk, L. G. M., Oldenburg, B., Snijders, T. A. B., Dijkstra, J. K., & Veenstra, R. (2018). A description of classroom help networks, individual network position, and their associations with academic achievement. PLOS ONE, 13(12), e0208173. https://doi.org/10.1371/journal.pone.0208173
Vera, G. G., Valenzuela, J. P., & Sotomayor, C. (2015). Against All Odds: Outstanding Reading Performance among Chilean Youth in Vulnerable Con- ditions. Comparative Education Review, 59(4), 693-716. https://doi.org/10.1086/683108
Villegas, M. G., & López, L. Q. (2011). Apartheid educativo. Educación, des- igualdad e inmovilidad social en Bogotá. Revista de Economía Institucional, 13(25), 137-162. https://revistas.uexternado.edu.co/index.php/ecoins/article/ view/3028
Williams, R. (2009). Using Heterogeneous Choice Models to Compare Logit and Probit Coefficients Across Groups. Sociological Methods & Research, 37(4), 531-559. https://doi.org/10.1177/0049124109335735
Williams, R. (2010). Fitting heterogeneous choice models with Oglm. The Stata Journal, 10(4), 540-567. https://doi.org/10.1177/1536867X1101000402
Willms, J. D., & Somer, M.-A. (2001). Family, Classroom, and School Effects on Childrens Educational Outcomes in Latin America. School Effective- ness and School Improvement, 12(4), 409-445. https://doi.org/10.1076/sesi.12.4.409.3445
Wooldridge, J. M. (2010). Introducción a la econometría: Un enfoque moderno (4a. ed.). Cengage Learning.
Wößmann, L. (2003). Schooling Resources, Educational Institutions and Student Performance: the International Evidence. Oxford Bulletin of Economics and Statistics, 65(2), 117-170. https://doi.org/10.1111/1468-0084.00045
Yavuz, H. Ç., & Kutlu, Ö. (2016). Investigation of the Factors Affecting the Acade- mic Resilience of Economically Disadvantaged High School Students. Egitim ve Bilim, 41(186). https://doi.org/10.15390/EB.2016.5497
Agasisti, T., & Longobardi, S. (2017). Equality of Educational Opportunities, Schools’ Characteristics and Resilient Students: An Empirical Study of EU-15 Countries Using OECD-PISA 2009 Data. Social Indicators Research, 134(3), 917-953. https://doi.org/10.1007/s11205-016-1464-5
Barrera-Osorio, F., Maldonado, D., & Rodríguez, C. (2014). Calidad de la educación básica y media en Colombia: diagnóstico y propuestas. En A. Montenegro & M. Meléndez (Eds.), Equidad y movilidad social: diagnósticos y propuestas para la transformación de la sociedad colombiana (pp. 239-330). Universidad de los Andes, Facultad de Economía, CEDE, Ediciones Uniandes: Departamento Nacional de Planeación DNP. https://economia.uniandes.edu. co/sites/default/files/publicaciones/libros/Equidad-y-movilidad-social.pdf
Bayona Rodríguez, H., & López Vera, D. C. (2021). Factores asociados a la resiliencia académica: evidencia para Colombia. Universidad de los Andes, Facultad de Economía, CEDE. http://hdl.handle.net/1992/48061
Blau, F. D., & Kahn, L. M. (2005). Do Cognitive Test Scores Explain Higher U.S Wage Inequality? The Review of Economics and Statistics, 87(1), 184-193. http://www.jstor.org/stable/40042932
Bronfenbrenner, U., & Morris, P. A. (2007). The Bioecological Model of Human Development. En W. Damon & R. M. Lerner (eds.), Handbook of Child Psychology. Wiley. https://doi.org/10.1002/9780470147658.chpsy0114
Bushnik, T., Barr-Telford, L., & Bussière, P. (2004). In and out of High School: First Results from the Second Cycle of the Youth in Transition Survey, 2002. Edu- cation, Skills and Learning - Research Papers, 14. https://www150.statcan. gc.ca/n1/pub/81-595-m/81-595-m2004014-eng.pdf
Dueñas Herrera, X., Godoy Mateus, S., Duarte Rodríguez, J. L., & López Vera, D. C. (2019). La resiliencia en el logro educativo de los estudiantes co- lombianos. Revista Colombiana de Educación, (76), 69-90. https://doi. org/10.17227/rce.num76-8037
García-Crespo, F. J., Fernández-Alonso, R., & Muñiz, J. O. L. (2019). Resilient and low performer students: Personal and family determinants in european countries. Psicothema, 31(4), 363-375. https://doi.org/10.7334/psicothema2019.245
García-Crespo, F. J., Galián, B., Fernández-Alonso, R., & Muñiz, J. (2019). Resiliencia educativa en comprensión lectora: factores determinantes en PIRLS- Europa. Revista de Educación, 384, 71-96. https://doi.org/10.4438/1988-592X-RE-2019-384-413
García Villegas, M., Espinosa R., J. R., Jiménez Ángel, F., & Parra Heredia, J. D. (2013). Separados y desiguales: Educación y clases sociales en Colombia. Centro de Estudios de Derecho, Justicia y Sociedad, Dejusticia. https://www. dejusticia.org/wp-content/uploads/2017/04/fi_name_recurso_591.pdf
Icfes. (2018). Factores asociados al desempeño académico en la prueba Saber 3°, 5° y 9° - 2012. https://www.icfes.gov.co/documents/39286/16986548/FACTORES+ASOCIADOS+AL+DESEMPEÑO+ACADÉMICO+EN+LA+PRUEBA+ SABER+3°%2C+5°+Y+9°+-+2012.pdf/b9b31557-4029-41b3-0cfc-a8c991d772ef?version=1.0&t=1664151082729
Icfes. (2019a). ¿Cómo se construye el índice de nivel socioeconómico (INSE) en el contexto de las pruebas Saber? (Saber al detalle). https://www.icfes.gov.co/ documents/39286/2231027/Edicion+4+-+boletin+saber+al+detalle+.pdf/f9a33ad6-7559-99a5-5f7f-16d2f9b16f76?version=1.4&t=1678150151066
Icfes. (2019b). Guía de orientación Saber 11° 2019-2. https://www.icfes.gov.co/ documents/39286/21501373/Guía+de+orientación+Saber+11.°+2019-2.pdf
Icfes. (2022). Niveles de desempeño prueba de lectura crítica. https://www.icfes.gov.co/documents/39286/10065230/Niveles+de+desempeño+Lectura+Crítica+Saber+11.o+2022.pdf
Kingery, J. N., Erdley, C. A., & Marshall, K. C. (2011). Peer acceptance and friend- ship as predictors of early adolescents’ adjustment across the middle school transition. Merrill-Palmer Quarterly, 57(3), 215-243. https://doi.org/10.1353/mpq.2011.0012
Knighton, T., & Bussière, P. (2006). Educational Outcomes at Age 19 Associated with Reading Ability at Age 15. Culture, Tourism and the Centre for Education Statistics Research Papers, 043. https://www150.statcan.gc.ca/n1/en/pub/81-595-m/81-595-m2006043-eng.pdf?st=kAnz57UM
Laboratorio Latinoamericano de Evaluación de la Calidad de la Educación. (2001). Primer estudio internacional comparativo sobre lenguaje, matemática y factores asociados, para alumnos del tercer y cuarto grado de la educación básica: informe tecnico. OREALC. https://unesdoc.unesco.org/notice?id=p ::usmarcdef_0000149268
Laboratorio Latinoamericano de Evaluación de la Calidad de la Educación. (2010). Factores asociados al logro cognitivo de los estudiantes de América Latina y el Caribe. OREALC/LLECE. https://unesdoc.unesco.org/notice?id=p::usmarcdef_0000186769
Langenkamp, A. G. (2010). Academic Vulnerability and Resilience during the Transition to High School: The Role of Social Relationships and District Con- text. Sociology of Education, 83(1), 1-19. https://doi.org/10.1177/00380 40709356563
Lessard, L. M., & Juvonen, J. (2019). Cross-class friendship and academic achie- vement in middle school. Developmental Psychology, 55,(8), 1666-1679. https://doi.org/10.1037/dev0000755
Li, H., & Yeung, W. J. (2019). Academic Resilience in Rural Chinese Children: Individual and Contextual Influences. Social Indicators Research, 145(2), 703- 717. https://doi.org/10.1007/s11205-017-1757-3
Liem, G. A. D., & Martin, A. J. (2011). Peer relationships and adolescents’ aca- demic and non-academic outcomes: Same-sex and opposite-sex peer effects and the mediating role of school engagement. British Journal of Educational Psychology, 81(2), 183-206. https://doi.org/10.1111/j.2044-8279.2010.02013.x
National School Climate Center. (2022). What is School Climate and Why is it Important? https://schoolclimate.org/school-climate/
Ning, B., Van Damme, J., Van Den Noortgate, W., Yang, X., & Gielen, S. (2015). The influence of classroom disciplinary climate of schools on reading achie- vement: a cross-country comparative study. School Effectiveness and School Improvement, 26(4), 586-611. https://doi.org/10.1080/09243453.2015.102 5796
OECD. (2011). Against the Odds: Disadvantaged Students Who Succeed in School. OECD. https://doi.org/10.1787/9789264090873-en
OECD. (2019). PISA 2018 Results Where all students can succeed (Volume II). OECD. https://doi.org/10.1787/b5fd1b8f-en
Padrón, Y. N., Waxman, H. C., & Lee, Y.-H. (2012). Classroom Learning Environment Differences Between Resilient, Average, and Nonresilient Middle School Students in Reading. Education and Urban Society, 46(2), 264-283. https://doi.org/10.1177/0013124512446217
Páez Mendieta, L. M. (2020). Respuesta radicado número SDQS 2755852020. [Documento personal del autor]
Presidencia de la República. (2020). Decreto 869 de marzo 17. Por el cual se reglamenta el Examen de Estado de la Educación Media, ICFES - SABER 11°. https://www.funcionpublica.gov.co/eva/gestornormativo/norma. php?i=39636#:~:text=-Subtema%3A Reglamentación-,Reglamenta el Examen de Estado de la Educación Media%2C ICFES,el Sistema Nacional de Evaluación
Sandoval-Hernández, A., & Białowolski, P. (2016). Factors and conditions promot- ing academic resilience: a TIMSS-based analysis of five Asian education sys- tems. Asia Pacific Education Review, 17(3), 511-520. https://doi.org/10.1007/ s12564-016-9447-4
Snijders, T. A. B., & Bosker, R. J. (2012). Multilevel analysis: an introduction to basic and advanced multilevel modeling. Sage.
Unesco. (2021). Los aprendizajes fundamentales en América Latina y el Caribe. Evaluación de logros de los estudiantes: Estudio Regional Comparativo y Explicativo (ERCE 2019); Resumen ejecutivo. OREALC/Unesco. https://unesdoc.unesco.org/notice?id=p::usmarcdef_0000380257
Universidad de los Andes. (2017). Encuesta de clima escolar y módulo de ciudadanía 2017. Informe de resultados agregados para Bogotá. [Documento personal del autor]
Universidad Nacional de Colombia. (2019). Estrategias de evaluación y mejoramiento de la calidad de la educación en Bogotá D.C. Informe final Encuesta de Clima Escolar y Módulo de Ciudadanía 2019. [Documento personal del autor]
van Rijsewijk, L. G. M., Oldenburg, B., Snijders, T. A. B., Dijkstra, J. K., & Veenstra, R. (2018). A description of classroom help networks, individual network position, and their associations with academic achievement. PLOS ONE, 13(12), e0208173. https://doi.org/10.1371/journal.pone.0208173
Vera, G. G., Valenzuela, J. P., & Sotomayor, C. (2015). Against All Odds: Outstanding Reading Performance among Chilean Youth in Vulnerable Con- ditions. Comparative Education Review, 59(4), 693-716. https://doi.org/10.1086/683108
Villegas, M. G., & López, L. Q. (2011). Apartheid educativo. Educación, des- igualdad e inmovilidad social en Bogotá. Revista de Economía Institucional, 13(25), 137-162. https://revistas.uexternado.edu.co/index.php/ecoins/article/ view/3028
Williams, R. (2009). Using Heterogeneous Choice Models to Compare Logit and Probit Coefficients Across Groups. Sociological Methods & Research, 37(4), 531-559. https://doi.org/10.1177/0049124109335735
Williams, R. (2010). Fitting heterogeneous choice models with Oglm. The Stata Journal, 10(4), 540-567. https://doi.org/10.1177/1536867X1101000402
Willms, J. D., & Somer, M.-A. (2001). Family, Classroom, and School Effects on Childrens Educational Outcomes in Latin America. School Effective- ness and School Improvement, 12(4), 409-445. https://doi.org/10.1076/sesi.12.4.409.3445
Wooldridge, J. M. (2010). Introducción a la econometría: Un enfoque moderno (4a. ed.). Cengage Learning.
Wößmann, L. (2003). Schooling Resources, Educational Institutions and Student Performance: the International Evidence. Oxford Bulletin of Economics and Statistics, 65(2), 117-170. https://doi.org/10.1111/1468-0084.00045
Yavuz, H. Ç., & Kutlu, Ö. (2016). Investigation of the Factors Affecting the Acade- mic Resilience of Economically Disadvantaged High School Students. Egitim ve Bilim, 41(186). https://doi.org/10.15390/EB.2016.5497
How to Cite
Rodríguez de Luque, J. J. (2024). The links between a strong academic performance and the environment of schools in Bogotá. Are there differences which are due to the socio-economic level of the student body?. Magis, Revista Internacional De Investigación En Educación, 17, 1–24. https://doi.org/10.11144/Javeriana.m17.aada
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